LEARNERS ATTITUDE AND SELF-REFLECTION FROM PORTFOLIO PROCESS IN ACADEMIC ENGLISH 1 COURSE

Abstract

Portfolios were tested as one of alternative tools to stimulate studentûs reflection. ThirtyEnglish-major students studying a course titled, Academic English 1 at Mae Fah LuangUniversity, Thailand was selected as the subjects. Two main objectives were attested: attitudetowards the use of portfolio, and reflection. Pre-test and post-test questionnaires wereimplemented for studentûs attitudes. Self-reflective writing under six controlled questions throughportfolio process together with statistical analysis was then combined. The findings revealedthat portfolio has gained the positive attitude. The portfolio process and reflection encourageslearners to effectively identify their own strengths and weaknesses of their languageperformance according to the 4 learning activities criteria: recollection, evaluation, analysisand critical thinking. Moreover, learners set up learning plans as learning competences toachieve their learning goals. The results indicate that the portfolio process successfully stimulateslearners to formulate their own self-study.Keywords Portfolio, Reflection, Self-study